Education, Skills and Training

Debate between Angela Eagle and Amanda Milling

Wednesday 25th May 2016 Commons Chamber

[Ms Eagle]

There is, if I may call it this, a “brand issue” with particular suggestions in the White Paper and the Bill. Again, the Opposition will want to study in great detail, and ask a lot of serious questions about, the potential consequences of what the Minister has suggested in the White Paper and the Bill.

There is absolutely no evidence that such competition will lead to higher standards or a better solution for students; indeed, it is likely to entrench privilege and elitism even more in the system. The proposal before us in the Queen’s Speech deregulates entry to what the Government clearly now see as a market in higher education. As my hon. Friend said, that is taking a gamble with the UK’s international reputation for providing the highest standards of degree education. It also means that any student studying at one of these probationary degree-awarding institutions—whatever they are going to be—will be taking a very personal gamble too. It is unclear what will happen if it all goes wrong or who will pick up the pieces.

After trebling tuition fees to £9,000 a year, the Government now wish to raise them again. They have chosen to remove the cap on tuition fees and to tie the capacity to raise fees to very dubious proxies for what they have called “teaching excellence”. Nobody objects to teaching excellence; it is like motherhood and apple pie, except that motherhood and apple pie are a lot easier to define. We can see motherhood, fairly obviously, and we can see apple pie—usually we have cut it open to check there are no blackberries in it—but it is a lot harder to know what teaching excellence is.

The Government have chosen various proxies, such as graduates’ subsequent employment records, student retention and satisfaction surveys. There are many reasons why people have good or bad subsequent employment records, and many of those have absolutely nothing to do with the teaching excellence of the schools or universities those people attended. For example, some people with disabilities are routinely discriminated against in our labour market, and is difficult for them to have a successful subsequent employment record. That may have absolutely nothing to do with the way they were taught or with the excellence of that teaching.

Likewise, many women have very different subsequent employment records from what they might have had if they had not left work early to have a family. It is also well documented that those from the black and ethnic minority communities are discriminated against in our labour market. When one looks at the figures, it is clear that many people from those communities who have exactly the same qualifications as others are discriminated against and have less successful subsequent employment records. So using subsequent employment as a proxy for teaching excellence already begins to break down.

[Amanda Milling (Cannock Chase) (Con)]

Has the hon. Lady seen the clear statement from Universities UK saying that it welcomes the plan to maintain the value of fees and that it looks forward to working with the Government to develop the teaching excellence framework?

[Ms Eagle]

I have talked to Universities UK, and it has grave concerns and reservations about the route the Government are taking—for some of the reasons I am outlining now. Of course Universities UK will work with the Government—it has a White Paper in front of it, and there will be a Bill on the Table of the House, which it will want to make the best it can be—but I would not take that kind of endorsement for blanket agreement.